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Practical Application of Five Leadership Theories on a U.S. Naval Vessel

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Practical Application of Five Leadership Theories on a U.S. Naval Vessel Publications Fall 2007 Practical Application of Five Leadership Theories on a U.S. Naval Vessel Matthew P. Earnhardt Embry-Riddle Aeronautical University, [email protected] Follow this and additional works at: https://commons.erau.edu/publication Part of the Leadership Studies Commons Scholarly Commons Citation Earnhardt, M. P. (2007). Practical Application of Five Leadership Theories on a U.S. Naval Vessel. Leadership Advance Online, N/A(XI). Retrieved from https://commons.erau.edu/publication/65 This Article is brought to you for free and open access by Scholarly Commons. It has been accepted for inclusion in Publications by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Practical Application of Five Leadership Theories on a U.S. Naval Vessel Leadership Advance Online– Issue XI, Fall 2007 by Matthew Paul Earnhardt On a United States naval vessel, task accomplishment and leadership decisions are vital to personnel survival and mission success (Phillips, 2007). The United States Navy relies on leadership decisions made from admiral to seaman, and as a result, invests heavily in leadership development. Admiral Rickover stated, “Subordinates must be given authority and responsibility early in their careers” (1982). The Navy requires leaders to develop their leadership skills continuously in order to prepare them for both their everyday leadership roles and for unique situations. There are a myriad of leadership theories applicable on a naval vessel and personnel are taught many of them (Reed, Bullis, Collins & Paparone, 2004). Some of the most tried-and-tested theories include: The situational approach to leadership; Contingency theory; Leader-member exchange (LMX); Team leadership; Path-goal theory. This article explores these theories and looks at how they can be applied to pertinent situations on board a naval vessel in an effort to increase leadership effectiveness. http://www.regent.edu/acad/global/publications/lao/issue_11/pdf/earnhardt.pdf 2 Practical Application of Five Leadership Theories on a U.S. Naval Vessel - Matthew Paul Earnhardt Situational Leadership and the Work Center Supervisor Hersey and Blanchard (1996) developed the situational approach to leadership, originally called the life-cycle approach in 1969. This theory postulates that leadership has a directive and supportive dimension that has application in different situations. Taylor asserts that, “directive behaviour [sic] involves one-way communication between leaders and staff, as leaders focus on what should be done, and how, and who should do it” (2007, p. 33). Conversely, the supportive behaviors are behaviors “to which a leader is likely to maintain personal relationships between himself and the members of his group (followers) by opening up channels of communication, delegating responsibility and giving subordinates an opportunity to use their potential” (Hersey & Blanchard, 1981, p. 35). In the situational approach to leadership, the leader must ascertain the situation and adapt his or her leadership style to fit the prescribed task, understanding that the approach may not necessarily work in a different scenario. On a naval vessel, the situational approach is applicable in several situations, including the role of work center supervisors (WCS) because “the straightforward nature of situational leadership makes it practical for managers to use” (Northouse, 2001, p. 64). Considered the first line supervisor of a work center, the work center supervisor needs to accomplish several tasks and often works with a diverse group of sailors, from seasoned professionals with 15 years experience to new recruits fresh out of boot camp (Dyson, 2007). Given the diverse nature of the work center, it is imperative for the WCS to identify the leadership style necessary for each subordinate and to apply different styles and techniques to a variety of situations. For example, an E-6 with 12 years of service may require a delegating approach because of his or her experience; conversely, a new check in with little sea time may require a directing style until he or she acquires the necessary skills. The WCS recognizes the changing nature of the subordinates and adapts his or her style as the new seaman gains more experience, responsibility and rank. Contingency Theory and the Tactical Action Officer Fielder‟s contingency theory matches the leader to the setting by using the Least Preferred Co- Worker (LPC) questionnaire. The basic premise of the theory is that, “the performance of interacting groups is contingent upon the interaction of leadership styles and the favorability of the situation for the leader” (Mitchell, 1970, p. 253). Therefore, a leader can perform effectively in certain roles and exhibit weakness in different situations based on three variables: Leadership Advance Online – Fall 2007 3 Leader-member relations: referring to the confidence of followers in the leader; Task structure: referring to the clarity of the tasks; Position power: referring to the authority the leader possesses. These factors predict the favorability of the situation, while the leader‟s LPC score determines the ability to function in the required task (Fiedler, 1979). On board a naval vessel, the tactical action officer (TAO) plays a vital role in the defense of the ship by making tactical and weapon employment decisions during combat operations. Decisions employed by the TAO require decisiveness, moral character and discipline as split second decisions made may thrust the United States into war with foreign entities (Calfee, 2003). It is incumbent upon the commanding officer (CO) to select the right officer for the role of TAO. The CO can make use of the contingency theory to determine the best fit and effectiveness in the role. A military officer may function extremely well as a department head or division officer, but may be unable to make time- critical decisions, therefore negating the effectiveness of the officer as a TAO. A commanding officer that effectively employs the contingency theory can save time, resources and lives by fitting the correct military officer with the job of tactical action officer. Leader-Member Exchange and the Chief Petty Officer The dyadic relationship between the leader and follower is an important theme in the leader-member exchange (LMX) theory. The theory postulates that certain members of a group chosen for a variety of reasons, known as the in-group, are more willing to go beyond formal job descriptions and, as a result, receive preferential treatment (Liden & Graen, 1980). The theory asserts the importance of the leader and subordinates building a dynamic relationship. This is a departure from most leadership theories (Scandura, Graen, & Novak, 1986). The theory has practical application in a variety of organizational settings, explaining why certain employees receive preferential treatment and are given the majority of operational tasks. The leadership and responsibility of a chief petty officer are unique and separate from leadership at any other rank, including officers. The chief is an expert in their rate and “ask the chief” is a phrase commonly used within the U.S. Navy. “In the United States Navy, the title „Chief Petty Officer‟ carries with it responsibilities and privileges no other armed force in the world grants enlisted people” Published by the School of Global Leadership & Entrepreneurship, Regent University 4 Practical Application of Five Leadership Theories on a U.S. Naval Vessel - Matthew Paul Earnhardt (Kelso, 1993). Chiefs do not all prescribe to the same leadership style, however, the leader-member exchange theory has shown a positive correlation between leadership style and job satisfaction among military members (Gutknecht, 2004). Higher job satisfaction increases the desire to explore beyond traditional roles and complete tasks in a more efficient manner (Yukl, 2002). Chief petty officers frequently apply the LMX theory within their work center by allowing “hard charging” enlisted members to determine the leader-follower relationship and explore beyond traditional work center roles, increasing work center success. On a ship, this relationship is a vital part of the success of the mission. Chiefs who successfully employ the LMX theory to their work center, experience organizational success through the in-group by giving them more responsibility and opportunities to excel. Team Leadership and Underway Replenishment In the changing environments of organizations, team leadership has gained significant ground within the organizational structure as teams are filling roles previously held by individual managers (Johnson & Hollenbeck, 2006). As a team leader, it is important to focus on the internal and external problems associated with the group dynamic, as well as to direct the group in task completion. A leader must be willing to adapt and change with the organizational and task environment to manage the team dynamic successfully (Nadler & Tushman, 1999). The leader‟s ability to communicate effectively is a major key to improving the team and ensuring individual and group success (Barge & Oliver, 2003). “For a variety of reasons, the use of teams in business, military and medical contexts is on the rise” (Hollenbeck, Ilgen, Lepine, & Colquitt, 1998, p. 269). On a naval vessel, the use of teams is integral to the completion of numerous missions including underway replenishments (UNREPs). Underway replenishments require several structured and skilled teams to ensure
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